The Arizona STEM Acceleration Project

Vermicomposting

How To Create a Worm Bin

Vermicomposting

How To Create a Worm Bin

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Lesson 1 of 2

A 6th grade STEM lesson

Michael Barker

January 10, 2023

Notes for teachers

• This is lesson 1 of 2
• This lesson was used for a garden club that met after school throughout the year. It could be used by a regular classroom as well.
• Ideally, this lesson could work for years with a garden club as there is very little maintenance.
• This lesson introduces how to create a worm bin. The next lesson will detail how to harvest compost and worms.
• Note! The 5 gal bucket of water needs to just sit in the air a few days before you start to allow it to be chlorine free

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List of Materials

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• Text:Wiggling Worms at Work
• Youtube link for Read Aloud of text:Wiggling Worms at Work - (Read Aloud)
• Small styrofoam cooler with lid/or non clear tupperware container with lid (1 per group)
• Garden soil: @ 2-5 lbs per cooler
• 5 gal bucket of tap water(Fill several days before starting)
• Shredded paper and cardboard(1 large trash bag will serve a classroom)
• Red Wiggler Worms:Purchase locally or on Amazon link:Where to buy worms there about 1000 worms in a pound

Standards

Arizona Science Standards

Science Standards:

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6.L2U1.13 Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors.

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6.L2U1.14 Construct a model that shows the cycling of matter and flow of energy in ecosystems

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Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• construct explanations and design solutions
• obtain, evaluate and communicate information
• use mathematics and computational thinking

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Standards

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Arizona Mathematics Standards Sixth Grade

6.RP.A Understand ratio concepts and use ratio reasoning to solve problems

6.MP.4 Model with mathematics.

Objective(s):

• Today we will be able to describe and define vermicomposting.
• Today we will be able to explain the importance of worms in our environment.
• Today we will work with a partner to build a vermicomposting bin.
• Today we will create a graph to estimate how much the amount of worms in our bin will increase over time.

Agenda (60-80 minutes)

• What/Why do we vermicompost?
• Visit to our garden to look for worms
• Read Aloud “Worms at Work”
• Build a worm composting bin
• Estimate and graph the increase in number of worms over time
• Share and compare finished bins

How can we help our garden produce more food?

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Let’s discuss:

• What do you already know about worms?
• How do you think they help us produce the food we eat?

How can we help our garden produce more food?

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Vermicompost is the product of earthworm digestion and aerobic decomposition using the activities of micro- and macroorganisms at room temperature. Vermicomposting, or worm composting, produces a rich organic soil amendment containing a diversity of plant nutrients and beneficial microorganisms

How can we help our garden produce more food?

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How can we help our garden produce more food?

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Read Aloud:

Hands-on Activity Instructions

Setting up your bin

• Students can work in groups of 2-3
• If using a styrofoam cooler poke holes approximately 6” apart and 4” below the top on all four sides (Note: if using tupperware, teacher will have to drill ¼” holes)
• While not necessary, small pieces of screen can be taped over the holes if you are worried about worms escaping
• Place 2”dry shredded paper in the bottom of the bin
• Add a damp 50/50 mixture of shredded paper and garden soil about 4-6 inches in depth. *Note The mixture should be as damp as a wrung out sponge
• Divide the worms equally among your students
• Place your worms and their soil packing in the center of the bin in a well lit area.

Worms do not like the light and will be quick to dig below the surface.

When the worms have all dug down, place 1-2” dry bedding over the top surface.

• Place a damp piece newspaper over all of the bedding

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Cooler with dry base With mix of soil and bedding

*Note pencil size holes at the top

Worms placed on top of bedding

Hands-on Activity Instructions

Feeding your worms

• Students can work in the same team as before.
• Create a notebook that logs when and what food was fed to the worms
• Check for changes in moisture level.If too dry, a spray bottle is an excellent way to gently dampen the soil. Remember! We want the level of a wrung out sponge.
• If done properly, the compost will not produce an odor or draw flies. If you get odor, check the food selections and moisture levels
• Store your bin in a cool, dry environment. A corner of the classroom or under a sink at home. The optimum range is 55-90 degrees fahrenheit
• Food should be placed anywhere several inches below the surface of the soil and bedding area
• Red wigglers eat half of their weight daily so it good to start with about 4-6 ounces of food. Once established,just add food as the worms consume what they have.

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Food Do’s

• Cut food into small pieces
• Leafy Greens( lettuce,kale, spinach etc)
• Bananas (the older the better)(add peels in small chunks)
• Strawberries(especially the cut off tops)
• Mangoes
• Apple Cores
• Leaves
• Grass
• Melons and Melon Rinds

Food Don'ts

• Avoid Citrus
• Nothing spicy
• No garlic
• No dairy
• No meat or meat byproducts

Hands-on Activity Instructions

Estimating reproduction of worms

Math Activity Instructions

Estimating reproduction of worms

• Red wiggler worms can double their populations every 3-12 weeks depending on the condition of their environment

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Students can create a graph to predict how many worms they will have after different periods of time.

• Count(start with a reasonable estimate) your worms
• Graph the increase of the number of your worms at different rates. For example:Assume they double every 3,6, 9,12 weeks etc.

Assessment

Look at you worm bin:

• Does it have air holes
• Is it in a temperature friendly environment?
• Is it free of light exposure?
• Did your worms bury themselves in the soil?
• Is the bedding moist?(Not too dry or wet)
• Are there any odors?
• Completed graph estimating increase in quantity of worms

Differentiation

• Pair students according to their level of comfort handling the materials (i.e. 2 students squeamish about handling worms may not be a good fit)
• Provide gloves for students who ask for them
• Provide flashcards for SPED and ELL for vocabulary as needed from the read aloud

Remediation

Extension/Enrichment

Students who are enthused can be encouraged to monitor more data from their bins. They can check ph, temperature, and moisture levels to determine the optimum environment for reproduction